Автор Коломаров Володимир Ілліч

Посада вчитель англійської мови

Місце роботи Вільногірська загальноосвітня

школа №4

Назва роботи Тема «Рішення конфліктів»

на уроках англійської мови.

Обсяг роботи 23 сторінки

Анотація В роботі показано важливість

розвитку навичок рішення

конфліктних ситуацій як

однієї з форм комунікативної

спрямованості навчання та

громадянсько освіти. Робота містить

методичні поради, ресурсні матеріали

і вправи.

« … Посредством взаимопонимания, через гибкость мышления

и умение вести переговоры, дети учатся решать проблемы

позитивно и без насилия. Но главной задачей, стоящей перед

образованием и всеми нами есть задача соответствия тому, что

мы преподаем. Пример, который мы даем детям, больше

говорит им о наших действительных чувствах и переживаниях,

чем слова…»

Йогеш Ганди, основатель

международного Фонда Ганди.

1. Место и содержание темы Разрешение конфликтов

в преподавании английского языка в средней школе.

Методика разрешения конфликтов находит все большее применение в

сфере государственной и деловой деятельности в последнее время. Под

данным понятием мы понимаем обширный спектр умений и навыков,

направленных на такое урегулирование конфликтных ситуаций, при

котором вскрывается и используется содержащийся в них позитивный

потенциал. Данные умения и навыки разработаны для обеспечения

справедливого разрешения конфликта и соблюдения интересов всех

сторон, вовлеченных в конфликт; они включают в себя главным образом

следующие методы разрешения конфликтных ситуаций:

- совместное решение проблемной задачи;

- переговоры;

- групповые обсуждения;

- арбитраж;

- посредничество.

Идея мирного, совместного решения проблем при возникновении

конфликтной ситуации рассматривается как необходимое условие для

полноценной жизнедеятельности как отдельно взятого человека, так и

любых объединений: начиная от небольших групп до всего

человечества в целом.

Говоря о средней школе мы можем обозначить основные сферы

приложения метода разрешения конфликтов:

- дисциплина ( например, управление классом и т.п.);

- учебный план ( включение в план средней школы изучение метода

РКС);

- педагогические технологии ( кооперативное обучение и т.п.);

- культура ( нормы общения в школе и т.п.).

Мы только начинаем рассматривать методику разрешения конфликтов

как основу для перемен в средней школе, перемен затрагивающих

основы ее жизнедеятельности: взаимоотношения учителей и учеников,

умение решать конфликтные ситуации, которыми так богата наша

повседневная жизнь, переход к концепции бесконфликтной школы.

В данной разработке обобщен мой опыт пребывания в США в

университете штата Делавер в 1997 году. Я прослушал авторский курс

по методике разрешения конфликтов преподавателя университета

Кэтлин Уайен . Полагаю, что данный материал может успешно

применяться на уроках английского языка в старших классах, а

отдельные аспекты и на средней ступени. Представляемый материал

включает в себя полную разработку темы разрешения конфликтов с

ресурсными материалами и примерными уроками. Хотелось бы

отметить огромный потенциал данной темы для творчества учителя,

поскольку затрагивает непосредственно психологический аспект

преподавания иностранных языков, к тому же обучая своих учеников

умению разрешать конфликтные ситуации вы решаете самые важные

задачи воспитания личности и гражданина: умение жить в обществе и

положительно влиять на него.

Perceptions of Conflict

Conflict is …

…what happens when people disagree

…a perceived divergence of interests

… an opportunity for positive change

Personal Style Assessment

“Pick a Style… Any Style” Conflict Game

Directions:

Gather into groups of 4-6 students. Get a deck of

conflict style cards from the teacher. Decide

which two students will play the first round.

Placing the cards face down, have each of the

two players choose a card. Do not let anyone else

see your card. Using the first conflict scenario

below, act out the conflict using the style written

on your card. Limit your time to 2-3 minutes per

conflict and pair. ( Where necessary, chose

beforehand who will play which role.)

Have the observers guess which style each

member of the pair was using. Discuss briefly

how it felt to play that style and to play opposite

the other’s style. What clues did the observers

use to guess the styles. Switch players and chose

new cards and a new conflict.

Conflict Scenarios

1. Two people trying to decide who will get to ride

in the front passenger seat of the car on a long

trip.

2. Two people who both sign-up to bring “a cake”

to the class party. There was not supposed to be

duplication.

3. Two students who both need the dictionary

during the lesson.

4. Two people in a discussion about music

preferring different styles.

5. Parent – children conflict situation.

6. Teacher – student conflict situation.

Personal Style Assessment

High Importance

Low Importance Goals High Importance

Active Listening Techniques (handout)

Statements that help the other person talk.

Statement Purpose To do this... Examples

Encouraging 1- To convey interest2. To encourage the other person

to keep talking

... don't agree ordisagree

... use neutral words ... use varying voice

intonations

1. "Can you tell me more... ?"

2.

Clarifying !• To help you clarify what issaid

2. To get more information2. To help the speaker see

otherpoints of view

. ask questions . Restate wrong interpretation to force the speaker to explain further

1. "When did thishappen?"

2.

Restating 1. To show you are listening and ...restate basic 1. "So you would like

understanding what is being ideas and your parents to said facts trust you more, is

2. To check your meaning and that right?" interpretation 2.

Reflecting 1. To show that you understand ...reflect the 1 . "You seem very

how the person feels speaker's basic upset." 2. To help the person evaluate feelings 2.

his or her own feelings after hearing them expressed by someone else

Summarizing l. To review progress ...restate major ideas 1. "These seem to be

2. To pull together important expressed including the key ideas ideas and facts feelings you've

3. To establish a basis for expressed..." further discussion - 2.

Validating 1. To acknowledge the … acknowledge the worthiness of the other value of their issues person and feelings 1. ."I appreciate your ...show appreciation willingness to resolve this matter."

for their efforts and 2.

actions

FIVE BASIC STYLES IN CONFLICT SITUATIONS

COMPETITION: I satisfy my concerns at your expense. [Win/Lose]

ACCOMMODATING: I satisfy your concerns at my expense. [Lose/Win]

AVOIDANCE: Neither you nor I satisfy our concerns.[Lose/Lose]

COMPROMISE: I give up some of my concerns to satisfy [No Win/ you and you give up some of yourNo Lose] concerns to satisfy me.

COLLABORATION: We discover new and creative ways to [Cooperation] satisfy both of our important concerns. [Win/Win]

Personal Style Assessment

Compromise is giving up something in order to get something. It is an attempt to seek middle ground.

Advantages:

Disadvantages:

Collaboration is working together in order to satisfy the needs of both people. It involves problem solving and assumes that both people can get their needs met. One party does not have to win at the other's expense. It is win-win problem-solving.

Advantages: Disadvantages:

Which style do you most frequently use in a conflict with the following people?

-Spouse -Parent

-Child -Sibling

-Co-worker -Friend

-Boss

Rules For Fighting Fair

1. Identify the problem.

2. Focus on the problem.

4. Treat a person's feelings with respect.

I-Messages

I-MESSAGES DO:

- focus on the present conflict

- describea. how you feelb. when something happensc. why you feel that way

—use a feeling word

- describe your needs

- speak about yourself

I MESSAGES DO NOT:

- blame or attack

—criticize

~ name call

- bring up past grievances

- assume the other party knows how you feel

3. Attack the problem, not the person.

5. Listen with an open mind.

6. Take responsibility for your actions.

- accuse

Active Listening

ACTIVE LISTENING-- a way to find-out if you correctly understand the

other person's point of view

Active Listening is . . .

-- trying to understand -- respecting-- tuning into their feelings -- nodding-- paraphrasing -- acknowledging -- elaborating -- respecting -- clarifying -- showing interest

Active Listening is not ...

-- interrupting -- persuading-- defending -- moralizing-- denying -- looking away-- advising -- looking bored-- comforting -- asking questions

Active Listening

FEELINGS VOCABULARYFor improving communication about and understanding of the myriad emotions people experience.

happy, gladjoyfulhopefulexcitedcheerful

funnysillywackyweirdwild

proudconceitedsuperiorsmartbrilliant

miserablesadregretfuldepresseddisappointedheartbrokenlike crying

curiousconfusedall mixed uppuzzledsuspiciousparanoid

timidshybashfulembarrassedself-conscious

angry, madupsetirritateddisgustedfrustratedpeeved

surprisedshockedamazed

victimizedtaken advantage ofdumped onusedabusedunappreciated

tenseanxiousworriedafraid, frightenednervous

peaceful quiet calm brave

needy jealousempty envious unloved greedylonely

Active Listening

Listening For Feelings

1. I just don't understand you.

2. I would really like to talk with her about that, but Ican't.

3. I guess I was rather rude to him and I shouldn't havebeen.

4. I never seem to live up to your expectations.

5. That presentation was a waste of time.

6. I really enjoyed working with this group.

7. I cannot believe my proposal was rejected.

8. That report better be on my desk by 8:00 a.m.tomorrow morning or heads are going to roll.

9. No one ever thinks to invite me out to lunch with theirgroup.

10. I can't fax this football pool for you. If I get caughtusing the fax machine for personal use, I know I'll be inhot water.

11. No matter what the group says, I am going to stand upfor what I believe is right.

•

12. My office staff is extremely dedicated and responsible.

Active Listening

Active Listening StartersThere are a variety of ways to start an active listening response - ways that don't sound stilted or repetitive. The underlined word (feeling) should be changed to fit the message you hear. Pay attention to words as well as body language.

I see, you had hoped that I would ...

That sounds to me like you're upset that...

You seem excited about...

I guess you want/wish/feel...

You mean you're frustrated because...

You look worried about...

I'm not sure I understand. Do you mean that you're disappointed

about...

You hate that because...

I think I understand. You're saying that you wish ...

You're confused. You're confused because...

You feel mistreated when...

This whole thing is overwhelming to you because...

You're afraid that...

Remember, good active listening is as much about what your body is doing, as it is about what your mouth is saying!!

Active Listening

ACTIVE LISTENING WORKSHEET

STEP #1: Questions for discussion after each person listens:

Questions for the person who was talking —

A. What did the listener do that made you feelcomfortable and kept you talking?

B. Is there anything the listener could have donedifferently?

C. Was it easy or hard to be the one talking?

D. In a conversation what can you do to helpsomeone listen to you?

Questions for the listener —

A. Was listening easy or hard and why?

B. What was the most difficult part of activelistening?

C. Given the feedback you just got from the person inyour group, is there anything you can do to be abetter listener?

Step #2: After both people have been listeners discuss these questions:

A. What do you do well as a listener?

B. What could you work on to improve your listeningskills?

I-Mess ages

A SIMPLE FORMULA FOR I-MESSAGESI messages are a clear, assertive and non-threatening way of telling

another person: a) how you feel; b) when something happens; and c) why.

State how

you feel.

State the

problem.

State why.

EXAMPLE

A. I FEEL...

B. WHEN…

C. BECAUSE...

A. I FEEL … frustrated

B. WHEN… you talk while I’m talking

C. BECAUSE… what I’m saying is important and I need to be certain that you heard it.

Personal Style Assessment

STYLES OF CONFLICT MANAGEMENT

It's not whether you have conflict in your life, but how you deal with the conflict, that makes a difference.

People respond to conflict in different ways. We often use different styles in different situations.

Avoidance means that a person knows there is a conflict but chooses not to deal with it. An avoider walks away from the problem and may avoid the person with whom he or she is having the conflict.

Advantages:

Disadvantages:

Accommodation is putting aside one's own needs and concerns in order to satisfy the needs of the other person.

Advantages:

Disadvantages:

Competition is trying to win or make the other person lose by giving in. In this style, a person defends his/her position or pursues his/her own goals without regard for the needs of the other person. This style assumes that in order for one person to win, the other person

must lose.

Advantages:

Disadvantages:

REFOCUSING ATTENTION

Moving beyond positions [wants] to interests [needs].

POSITION:Your position is something you have decided upon. It is what you say you want. It represents one possible solution; one that satisfies you.

INTEREST:Your interests are what cause you to decide on your position. It is what motivates you. It represents your values and your underlying needs.

Position [Symptom]

Interests [Cause]

8O%^

Why do you want what you want?

What will you have if you get your position?

What is motivating you?

B paзработке использованы материалы из следующих источников:

1. New Mexico Center for Dispute Resolution, 1992

2. Office of Collaboration & Conflict Resolution, College of

Education,

University of Delaware, 1995

3. Dr. Martha Harty, Carnegie Mellon University, Pittsburgh, PA,

1996

Introduction to Conflict Resolution

Contents of Manual

1. Introductions

2. Perceptions of Conflict

3. Conflict Styles

4. Point of View

5. Overview of the Conflict Resolution Process

6. Active Listening

7. I-Messages

8. Reframing the problem in terms of interests

9. Brainstorming solutions

10. Getting Agreement

11. Closure

12. Evaluation